Teaching Design Based On Cognitive Flexibility Theory

Along with the social development,the school teaching and the present situation of the real situation between increasingly obvious,prominent on ill-structured problems,has become a new teaching development trend,in order to achieve good teaching effect and teaching design must be based on advanced study way,against bad knowledge structure,improve the ability of learners to solve such problems,it is no doubt for pre-service teachers even more of a challenge.The focus of cognitive resilience theory is trying to explain the nature of learning in complex structurally deficient fields.This paper has three research questions:(1)what is the relationship between cognitive resilience theory and pre-service teacher training?(2)what is the relationship between cognitive resilience theory and teaching design?(3)what are the elements of mathematical teaching design based on cognitive resilience theory?This paper is divided into five parts:(1)introduction:the main overview of the research background,research status,research content and research methods;(2)the second part mainly expounds the core views and basic framework of cognitive resilience theory;(3)the relationship between cognitive resilience theory and pre-service teacher training and teaching design is analyzed on the basis of the second part.From improving the quality of classroom teaching to the relationship with the study of mathematics subject to the application of theoretical guidance gradually spread out matters needing attention;(4)on the basis of the first three chapters,combined with the five elements of mathematics teaching,and comprehensively considered the factors such as learning transfer and students' cognitive style in advanced learning,this paper puts forward a teaching design based on the theory of cognitive elasticity,focusing on students' cognition to solve problems in the field of structural defects.The teaching design is inclined to the use of pre-service teachers,student-centered,and focuses on multiple cognition.(5)use case analysis method,conduct teaching design according to the above elements,and discuss the operation process of teaching design based on cognitive resilience theory through interview.The results show that the teaching design under the guidance of cognitive resilience theory plays an obvious positive role in improving students' learning quality and problem solving ability in the field of structural maladjustment,and has important theoretical reference significance and practical popularization value for pre-service teachers' teaching in complex fields.